TESpro links and references - 91211

All the weblinks and references from the December 9 2011 edition of TESpro in one place

propedagogy - To set or not to set?


`Prevalence of streaming in UK primary schools: Evidence from the Millennium Cohort Study.' Paper presented at the 2011 conference of BERA, Susan Hallam and Samantha Parsons, Institute of Education, University of London.

Boaler, J. (1997a) Experiencing School Mathematics: Teaching Styles, Sex and Setting (Buckingham, Open University Press).

Boaler, J. (1997b) Setting, Social Class and Survival of the Quickest, British Educational Research Journal, 23(5), pp. 575-595.

Boaler, J. (1997c) When Even the Winners are Losers: Evaluating the Experiences of `top set' students, Journal of Curriculum Studies, 29(2), pp. 165-182.

Boaler, J. (2004) Promoting Equity in Mathematics Classrooms - Important Teaching Practices and their impact on Student Learning. ICME, Copenhagen, Denmark.

Boaler, J. Setting By Ability Doesn't Work, 2005 Independent

Kutnick, P., Sebba, J., Blatchford, P., Galton, M., amp; Thorp, J. (2005) The effects of pupil grouping: literature review. London: DfES.

OECD (2001) Knowledge and skills for life: First results from PISA 2000. Paris: OECD.

Hallam, S. (2002) Ability Grouping in Schools: a Literature Review, Institute of Education, University of London

Hallam, S., Ireson, J., amp; Davies, J. (2002) Effective Pupil Grouping in the Primary School - a Practical Guide. London: Fulton

Hallam, S., Ireson, J., amp; Davies, J. (2004) Grouping Practices in the Primary School: What Influences Change? British Educational Research Journal, 30(1), 117-140.

Hallam, S., Ireson, J., Lister, V., Andon Chadhury, I., amp; Davies, J. (2003) Ability Grouping in the Primary School: A Survey, Educational Studies, 29(1), 69-83.

Ireson, J. amp; Hallam, S. (1999) Raising standards: is ability grouping the answer? Oxford Review of Education, 25(3), 343-358.





Can you count the passes? Youtube video: (http:bit.lycBDqbU).


Barkmann, C., Wessolowski, N., and Schulte-Markwort, M. Applicability and efficacy of variable light in schools. Physiol Behav.

Betts, J., McKay, J., Maruff, P., and Anderson, V. (2006): The development of sustained attention in children: the effect of age and task load. Child Neuropsychol12: 205-21.

Booth, J. R., Burman, D. D., Meyer, J. R., Lei, Z., Trommer, B. L., Davenport, N. D., Li, W., Parrish, T. B., Gitelman, D. R., and Mesulam, M. M. (2003): Neural development of selective attention and response inhibition. Neuroimage20: 737-51.

Memmert, D. (2006): The effects of eye movements, age, and expertise on inattentional blindness. Conscious Cogn15: 620-7.

Scerif, G. Attention trajectories, mechanisms and outcomes: at the interface between developing cognition and environment. Dev Sci13: 805-12.

Tom Bennett's blog


To pose your questions to our behaviour experts, add a new thread here: www.tes.co.ukbehaviour


"The impact of KS4 vocational courses on disengaged young people's engagement with education 15-18", was produced by the Centre for Analysis of Youth Transitions for the Department for Education.



To pose questions to the TESpro Career Clinic, visit: www.tes.co.ukcareerclinic


To contact the editor of TESpro, email: michael.shaw@tes.co.uk

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